A Corpus-based Type Analysis Of Rimary And Secondary School Tudents’ Word Usage Errors

In China, with the development of education system, basic education has become a priorityamong priorities of talents training. How to let the students lay a solid foundation oftheir native language has become the major concern of China’s basic education. In primaryschools and middle schools, one of the main problems in native language learning is students’word usage errors which will contribute directly to learners’ failure in reading and writingtraining. In today’s Chinese education, reading and writing examinations are the key parts ofany Chinese tests, no matter whether it is the junior high school entrance examination or thecollege entrance examination. How to improve students’ reading and writingability generally is still one of the bottleneck problems in the teaching of Chinese. The thesolutions of the above problems, word usage is the key point. Primary and secondary schoolstudents’ poor choice or wrong use of words in language using lead to their failure inChinese learning directly. Therefore, to solve the word usage problem is the core ofimproving Chinese marks of primary and middle school students.The project is a corpus-based research. The data come from the Primary and SecondarySchool Students Language Error Corpus which was built under the leading of professor KangShiyong, Ludong University. The data of the corpus were collected from primary andsecondary school students’ homework book, writing book, diary and exam papers. Thisresearch extracted13952word usage erros from the corpus, examined and categorized themcarefully, and conducted qualitative analysis on the basis of quantitative statistics. And wealso compared the word usage errors of every grade in primary and secondary schools fromthe diachronic perspective, and carried on individuality analysis according to itscharacteristics. We classified,analyzed and compared the language errors of two/three gradeand four/five grade primary school students, thus discussing the word errors of various stagesand the dynamic changes in depth. Through the analysis of word usage errors of the primaryand middle school students, the author explored the reasons of word usage errors from threeaspects: the characteristics of Chinese characters, the physiological andpsychological characteristics of students, and external social factors including familyeducation, environment, teaching materials, teachers, teaching methods, network media, dialect and the regional culture. In the fourth part the author tried to find outthe teaching strategies to reduce students’ language errors, and to put forward four specificsuggestions about language teaching and textbook compiling based on the examinationof the historical and current situation of language teaching. Finally, the conclusionpart summarized the project and explained the value of conducting follow-up studies.The research of this paper is based on corpus, and is of great value to the Chinese teachingin primary and middle schools because it draws its concludsion from data statisticsandcomparative analysis thus having a solid realistic foundation. In addition, the corpus itused enjoys a prestigious position, walking at the forefront in the building of primary andsecondary school students word error corpus in China.